“First, no one should be able to earn a Ph.D. and secure a faculty position in an institution of higher education who has not taken graduate-level courses that prepare them to teach effectively at the college level. Graduate education must provide the next generation of college instructors the pedagogical toolkit to be more effective teachers, as well as more effective assessors of student learning” (¶ 14).

In reference to using test banks that come with instructor copies of texts: “These questions focus exclusively on content and are targeted at low levels of cognitive achievement in Bloom’s taxonomy of learning domains: mere recall of data or information. These assessments do not provide any basis for professors to test students’ ability to analyze, synthesize, or evaluate information in a manner that demonstrates critical thinking, writing, or problem-solving abilities” (¶ 16).

“Such assessments must focus not just on the content of professors’ courses, but also on how they develop critical thinking, writing, reasoning, and problem-solving skills” (¶ 18).